Cambridge A Level Information Technology (ICT): The digital divide (9626) – Revision Notes

For full explanations and worked examples, read the study guide on the digital divide first. These notes are for quick recall in the final weeks.

They cover topic 6, The digital divide (section 6.1) of the Cambridge International AS & A Level Information Technology 9626 syllabus for examination in 2025, 2026 and 2027 (version 3). This is AS Level content, part of both the AS Level and the full A Level. It is examined on Paper 1 (Theory), which is based on sections 1–11; Paper 2 (Practical) candidates apply knowledge and understanding from sections 1–7.

Course hub: Cambridge A Level IT. Tick off each outcome on the 9626 checklist. Test yourself with the practice questions, or find your weak spots with a free diagnostic.

6.1 The four things you must know

Part of 6.1	Key content
What it is	Gap between people and regions with access to modern technology and information and those with restricted or no access
Causes	Availability of high and low performance computers; availability of wireless connections
Effects	Inequality of access to all types of internet services and technology; reducing the effects, including digital literacy teaching
Groups affected	Age groups; cities vs rural areas; levels of education; socioeconomic groups; accessibility barriers; more vs less industrially developed nations

Definition

Digital divide: the gap between people or regions that have access to modern technology and information and those that have restricted or no access.

Examples of the technology (from the syllabus): smart phones, television, personal computers, tablet computers, laptop computers, internet access.

Key words to include for full credit:

• people and regions (individuals, areas, countries)
• technology and information (not only devices)
• restricted or no access (partial access counts)

Causes

High and low performance computers

High performance computer	Low performance computer
Fast processor, more RAM, recent operating system	Older or cheaper, slow processor, little RAM
Runs current software, browsers, video calls, online learning platforms	May not run current software; may stop receiving updates
More expensive, so less available to some	Cheaper, so more common in lower-income households

Result: a divide among connected people. Two learners may both be online, but only one can run the software a course requires.

Wireless connections

• Access is mostly through Wi-Fi and mobile data.
• Coverage needs infrastructure (masts, transmitters), built mainly where there are enough users.
• Weak, slow or absent coverage means restricted or no access even with a good device.
• Slow connections allow basic tasks (email) but not demanding ones (video calls, streaming, large uploads).

Must-know distinction: device vs connection

Situation	Access?	Which cause?
Good device, no signal	No access	Wireless connections
Old, slow device, fast Wi-Fi	Restricted access	Low performance computer
Old, slow device, weak signal	Restricted or no access	Both

Effects

Inequality of access to all types of internet services and technology

Learn by service type, each with one consequence:

• Banking: cannot bank online at any time; may need to travel to a branch.
• Shopping: misses wider choice and lower online prices.
• Education: cannot join online lessons or use homework platforms.
• Employment: cannot see online job adverts or apply online.
• Government services: cannot complete online forms or applications.
• Health: cannot book appointments or have online consultations.
• Communication: no email, messaging or video calls.

Knock-on effect: disadvantage reinforces itself. Less access → fewer opportunities → less money for technology → less access.

Reducing the effects

Measure	Problem it solves
Digital literacy teaching (named in the syllabus)	Lack of skills or confidence
Extending broadband and mobile coverage	No or weak wireless connection
Free computers and Wi-Fi in libraries and community centres	No device or connection at home
Loaned or subsidised devices and data	Cost; low performance devices
Assistive technology and accessible design	Accessibility barriers
Keeping paper or phone options for services	People who still cannot get online

Digital literacy = the skills to find, use, evaluate and create information with digital technology, safely. Teaching covers device basics, searching and judging sources, using online forms and services, and online safety.

Method in steps: “Suggest how to reduce the effects”

1. Identify the group in the question.
2. Identify the cause for that group (skills, cost, coverage, device, accessibility).
3. Propose a measure that matches that cause.
4. Say how it reduces the effect for that group.

Groups affected

Group	Why affected	Typical effect
Age groups	Some older people did not use computers at school or work; may lack skills or confidence	Excluded as services move online
Cities vs rural areas	Rural areas often have weaker wireless coverage and slower connections	Cannot work or study online
Levels of education	Less education can mean fewer digital and reading skills	Fewer job opportunities
Socioeconomic groups	Devices, connections and data cost money	No device, or a shared low performance device with limited data
Accessibility barriers (learning difficulties, physical or sensory impairments)	Standard screens, keyboards and complex sites can be hard to use; assistive technology costs money	Restricted access unless sites and software are accessible
More vs less industrially developed nations	Differences in infrastructure and technological awareness	A divide between countries in education, trade and information

Worked reminder

“Explain why people in rural areas may be affected by the digital divide.” [2]

• Rural areas may have weak or no wireless coverage because infrastructure is costly for few users. [1]
• So residents may be unable to use online services such as e-learning that urban residents can use. [1]

Worked reminder: percentages vs percentage points

If 70% of one group and 40% of another have home internet, the gap is 30 percentage points, not 30%.

Quick self-test

1. Define the digital divide.
2. Name four examples of technology the syllabus lists when describing the divide.
3. State the two causes of the digital divide named in the syllabus.
4. Explain how owning a low performance computer can restrict access, even with a fast connection.
5. A family has a new laptop but lives where there is no mobile signal and no broadband. Which cause applies?
6. Name three types of internet service a person on the wrong side of the divide may be unable to use.
7. What is digital literacy?
8. Which group is digital literacy teaching most directly aimed at: people with no signal, or people lacking skills?
9. Give one reason people with a visual impairment may be affected, and one way to reduce the effect.
10. 18 of 30 pupils in a class have a laptop at home. What percentage is this?
11. State why the divide can exist between nations.
12. A council offers free Wi-Fi in its library to help older residents who say they “do not know how to use the internet”. Why might this not work on its own?

Answers

1. The gap between people or regions that have access to modern technology and information and those that have restricted or no access.
2. Any four of: smart phones, television, personal computers, tablet computers, laptop computers, internet access.
3. The availability of high and low performance computers; the availability of wireless connections.
4. It may not run current software or browsers, may not get updates, and may struggle with video calls or online learning platforms, so the user cannot do what others can.
5. Wireless connections (availability of connections), not the device.
6. Any three, for example: online banking, online shopping, e-learning, online job applications, government services, online health appointments, email or video calls.
7. The skills to find, use, evaluate and create information using digital technology, safely.
8. People lacking skills (or confidence).
9. A standard screen may be hard or impossible to read; provide a screen reader or screen magnification, or design sites to be accessible.
10. 18 ÷ 30 × 100 = 60%.
11. Less industrially developed nations may have less infrastructure (electricity, broadband, mobile networks), fewer affordable devices and lower technological awareness.
12. The problem is lack of skills, not lack of a connection; free Wi-Fi needs to be paired with digital literacy teaching.

Where marks are usually lost

• Defining the divide only in terms of devices, and leaving out information or restricted access.
• Naming a group (for example, “rural people”) without the reason it is affected and the effect on it.
• Confusing the two causes: blaming the device when the problem is coverage, or the reverse.
• Suggesting a measure that does not match the cause, such as free Wi-Fi for a skills gap.
• Leaving out digital literacy teaching when asked how to reduce the effects, even though the syllabus names it.
• Giving a list of services with no consequence attached on an “Explain” or “Describe” question.
• Writing sweeping claims such as “old people cannot use computers”; “some older people” is accurate.
• Treating “accessibility barriers” as only physical: the syllabus also includes learning difficulties and sensory impairments.
• Calling the difference between two percentages a “percent” difference instead of percentage points.

Next steps

• Full teaching and worked examples: The digital divide study guide
• Marked practice: The digital divide practice questions
• Related AS revision notes: Hardware and software and Data processing

Official syllabus

Cambridge International AS & A Level Information Technology 9626 syllabus for examination in 2025, 2026 and 2027, version 3 (published July 2025), Cambridge International, part of Cambridge University Press & Assessment. Topic 6, The digital divide, section 6.1.